Author 




Title 



- .1'^.3l— 



Imprint 



16—47372-3 OPO 



The First Practical 
Steps In Selecting 
Gifted Children In 
a Large City School 



By Julie E. Badanes 

With an Introduction 

By Saul Badanes, Pd. D. 



April Fi fteen th 

Nineteen Hundred and Twenty-one 

New York, N, Y. 



The First Practical Steps 

In Selecting Gifted Children 

In a Large City School 



By Julie E. Badanes 

fFith an Introduction 

By Saul B a d a n e s, Pd. D. 



0)CI.A614354 



oO 



\c>9\ 



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CONTENTS. 

PAGE 

Chapter I. — Introduction. 

7 
The Development of Method of Testing Intelligence To- 
gether with the Sociological and Pedagogical Significance. 



Chapter II. 

11 

Reason and Purpose of an Observational Record. 



Chapter III. 

14 

A Psychological-Pedagogical Observational Record for 
the Selection of Gifted Children in the Elementary 
Schools. 



Supplement. 

Individual Observational Record. 



INTRODUCTION 

CHAPTER I. 

The Development of Method of Testing Intelligence 
Together with the Sociological and Pedagogical 

Significance. 

THAT there is a close connection between native endowment 
of the pupil and educational practices is a well-known 
fact. Over two thousand years ago, by admitting to his 
school only those pupils who were well versed in arithmetic, Pythag- 
oras, the old Greek philosopher, showed that he saw the con- 
nection between intelligence and education. We can trace this idea 
through the entire history of education. 

The idea of measuring, not estimating, the intelligence of school 
children, not adults, and the idea of establishing a norm for every 
school year has been aimed at during the last fifteen years. 

The first one to discover a measure or scale, based on age-per- 
formance, was Alfred Binet. He issued three series — one in 1905, 
another in 1908 and a third in 1911. Each one was an improvement 
on the preceding one. He died in 1913 while he was revising his 
last series. After the death of Binet, the "Societe Binet" was organ- 
ized for the purpose of continuing his work, but the war stopped it. 
In America, the Binet scale was revised by Goddard, and later, by 
Terman. 

Binet's tests were originated for the purpose of discovering dull 
and sub-normal children. Cyril Burt devised a test for the discovery 
of super-normal children. See "Journal of Experimental Peda- 
gogy" for June and December, 1919. 

During the last ten years, the question of individual differences 
among school children came to the front both from a theoretical and 
a practical point of view. The leader in that movement was E. 
Meumann. 

Meumann, who devoted 800 pages of the second volume of his 
lectures on problems of the intelligence of pupils, tells that the 
problems of endowment or the individual differences of intelligence 
of school children are of very great importance for the pupil and 
the teacher. According to Meumann, the problem of measuring 
the intelligence of school children is the basic problem of educa- 

[7] 



tional reform. Further, Meumann declares, the latest step in educa- 
tion demands freedom of movement of the teacher in selection of 
methods of teaching. It also requires free development of the in- 
dividuality of the pupil. Both cannot be realized without the knowl- 
edge of the intelligence of the individual pupil. 

The full development of the method of testing intelligence and 
its far-reaching practical applications have been worked out by 
William Stern. It was he who taught us to state the final result in the 
form of an Intelligence Quotient (IQ). His ideas are embodied in 
the following books: "The Psychological Methods of Testing In- 
telligence" — the first edition was translated by G. M. Whipple in 
1914. The third and last edition was published in 1920. The third 
edition was considerably enlarged and the critical evaluation of 
every test was given. 

There are three more volumes: "The Selection of Gifted Chil- 
dren in Public Schools," "The Investigation of the Intelligence of 
Children," "The Method and Technique of Testing the Intelligence 
of Children." The above were published in 1919 and 1920. 

In these books, Stern advocates the necessity of enlisting the aid 
of the teacher in discovering gifted children by means of Observa- 
tional Records. These Records are to supplement the work of the 
psychological tests. In fact, Stern has added a new factor in the 
method of testing the intelligence, namely, the use of Observational 
Records. Only by combining the Observational Record and the tests 
can the best results be obtained. The aim and reasons for the Obser- 
vational Records are given in the next chapter. 

We have now reached a stage in the development of the method 
of diagnosing the psychological endowment of school children that 
an intelligent teacher may be able to discover the level of his pupils' 
intelligence and offer a prognosis of the future educational and 
vocational aptitudes of the children. Hence, our leading educational 
psychologists, such as Goddard, Terman, Whipple and others, are 
demanding the use of intelligence tests in the grading of school chil- 
dren and are demanding the organization of special classes for 
gifted children. Goddard demands that children of superior men- 
tality should receive the broadest and best education. They should 
not be hurried through the grades, but they should be given broader 
opportunities in the form of an enriched curriculum. 

Not only educational psychologists, but sociologists are demand- 
ing that better opportunities be provided for gifted children. One 
of the results of the war was an educational awakening which gave 

[8] 



an impetus to the many suggestions of educational reform which 
arose. This has placed in the front ranks the problem of gifted 
children and the problem of organizing our elementary schools upon 
the basis of intelligence. 

William H. Allen in his book, "Universal Training for Ameri- 
can Citizenship," devoted a whole chapter to the "Training of the 
Specially Gifted." In this chapter, Mr. Allen says that no one needs 
training more than do the specially gifted. We are interested in their 
training for the use of their gifts for citizenship and public service. 
Patriotic sanction has been given to the recognition of the specially 
gifted. 

In the same chapter, Mr. Allen tells us that our schools are in 
a strategic position for detecting ability that is above the average. 
Our schools should help boys and girls to develop along the lines of 
their major capacities and dominant interests. 

We see from the above that the selecting and training of gifted 
children not only satisfies the demands of the educational psycholo- 
gist, but fully realizes the ideal of the educational sociologist. The 
sociological ideal of education is expressed in terms of self-develop- 
ment and social service. 

But these high motives and methods have so far not been carried 
out on any considerable scale. The reason for this is that educators 
have not used these high motives and methods to any great extent. 

We have recently learned that the education of gifted children 
has been organized on a large scale in many foreign cities. In some 
European countries, the policy of organizing schools for the gifted 
has been embodied in their constitution. The first information of 
these plans reached us in 1920, In that year, P. H. Pearson published 
an article in "School Life", a publication of the Bureau of Educa- 
tion, Department of the Interior. According to Pearson, Demo- 
cratic Germany, in furtherance of her plans to rehabilitate herself 
and to replace the intellectuals lost in the war,' has reorganized her 
elementary schools with a view of selecting the children with supe- 
rior intellectual endowments. These children have been given an en- 
riched curriculum. 

Pearson, however, is not the only observer to report on foreign 
educational events. Other educators have informed us of the ac- 
tivity of the French government to stimulate public interest in the 
educational rehabilitation of France. The French are advocating 
the education of gifted youths largely along commercial and tech- 
nical lines. This education is to be at public expense. 

[91 



Democratic Germany has extended her educational policy to 
the elementary schools. This policy has arisen in response to the 
insistent demand for a new form of thrift. Not money, but ability; 
not material thrift, but human thrift are the watchwords of this new 
movement. 

We may mention the following as a realization of the above 
demands: 

In 1918, under the direction of William Stern, the public schools 
of Hamburg were organized on the basis of the ability of the pupils. 
In the same year in Hamburg, a new type of intermediate school 
with a five year course was created. This intermediate school was 
organized for 5% to 6>4% of the children after they have com- 
pleted the work of the first four years of the elementary school. In 
1918, the number of children in the fourth school year was about 
20,000. About 5% of that number were selected for the new type 
of intermediate school. In 1919, the following year, 1,260 pupils, 
boys and girls of ten years of age, were admitted to the special school 
for gifted children. They were selected by the following method : 

1,658 pupils applied for admission; of that number, 878 chil- 
dren were admitted on the basis of the Observational Record kept 
by the teachers for those children; the other 780 children were tested 
and 382 of them were admitted. 

Stern further tells that these children, beginning with the fifth 
year, were not hurried through the grades, but were given a richer 
curriculum which consisted of one foreign language, French or 
English, and a more intensive study of mathematics, mother tongue 
and nature work. 

According to recent reports that have reached us the example of 
Hamburg has been followed by many other cities. Teachers have 
gladly assumed greater professional responsibility in order to make 
a reality what the science of educational psychology has made a possi- 
bility. 

The Observational Record that follows in Chapters II and III 
has been prepared in the spirit of making our teaching profession of 
greater help to our children and to our community. 

The Observational Record is the first step in the process of 
selecting gifted children in a large city school. 

Saul Badanes. 



[10] 



CHAPTER II 

Reason and Purpose of an Observational Record. 

THE leading aim of the Observational Record is to make 
individual treatment of every child possible. This is espe- 
cially necessary where there is a disagreement between the 
pupil's school record and the result of the intelligence test. 

Under the direction of William Stern, an Observational Record 
for the selection of gifted children was prepared. This was done 
to make the teacher's judgment the basis of selection as well as to 
supplement the work of the intelligence tests. 

In 1918, it was found that only two-thirds of the applicants for 
a school for gifted children could be accommodated. The psycho- 
logical tests were so arranged that one-third of the applicants fell 
below the established norm. 

According to the tests, that third that fell below the norm would 
have been denied admission to the school for gifted children. By 
utilizing the Observational Record, it was found that 36% of the 
children who failed were recorded by the teacher as pupils who 
worked with a low rate of speed. Samples of the test, taken at ran- 
dom, showed that the pupils who failed did not finish their work. 
Evidently the time given was too short for these pupils. 

Very often slowness goes hand in hand with thoroughness. Only 
the teacher's judgment, based on the Observational Record, can 
correct the results of the Psychological Tests. 

The essential characteristics of our psychical life are not ex- 
pressed merely as a reaction to tests, but they are manifested in 
spontaneous action. These spontaneous manifestations, which are 
often the most important, are only accessible to observation. 

Intellectual experiments can never express all our psychical life ; 
such as, our emotions and will. The emotions are the fundamental 
forces of our character. See "The Foundations of Character" by 
Alexander Shand, "In the Search of the Soul" by B. Hollander, 
"Character and Intelligence" by Edward Webb. 

By means of experiments, we cannot discover initiative, per- 
severance, steadiness, firmness to carry out a resolution, power of 
organization, ambition. 

[11] 



Tests give a momentary picture of the pupil's ability during the 
test, but give us no insight into the pupil's past ability and rate and 
possibility of progress. 

In a large city, tests only were used to select bright children. 
After a short time, 25% of the pupils were excluded from the classes 
for bright children on account of their lack of ability to sustain them- 
selves in their classes. The school authorities decided in the future 
to use Observational Records to supplement the work of the tests. 

In addition to the above reasons, W. Stern mentions the follow- 
ing advantages to the teacher of the Observational Records : 

1. The method of estimating the intelligence of the pupil by the 
teacher is the best way of introducing the teacher to the study of 
psychology with its educational applications because the teacher is 
forced to make a concrete psychological study instead of an abstract 
one. He fully agrees with Alfred Binet who says that estimating the 
intelligence of the pupils gives valuable contributions to the psy- 
chology of the teacher as well as to the psychology of the pupil. 

2. Estimating the intelligence of the pupils helps the teacher 
to obtain a deeper insight into the different psychological charac- 
teristics of the children in his class and enables him to see whether 
his pupils are on the same or different levels of intelligence. 

3. It enables the teacher to see where there is harmony between 
intelligence and school attainments in his pupils, and where there is 
lack of harmony. Where there is lack of harmony, the education of 
the pupil is more difficult, and is a warning to the teacher to look for 
the causes. The teacher should seek to meet these causes and to re- 
move or minimize them. 

In preparing our psychographic study, we have made a critical 
study of many Observational Records. The most important were 
the following : 

Observational Records prepared by Alfred Binet. 

Observational Records prepared by A. Lasurski of Petrograd. 
This record has been used by many as a basis for preparing Obser- 
vational Records. 

Observational Records prepared under the direction of W. 
Stern — First and second editions. 

Psychographic Observational Record for Selection of Gifted 
Children in Elementary Schools by Rebhuhn. 

The Study of the Individuality of the Children of the First Four 
Years by Dr. F. Schneider. 

[12] 



We have found that some records do not give the home condi- 
tions of the pupil ; others ignore the physical basis of the child ; some 
do not record school attainments ; many give no account of the differ- 
ent forms of self-expression of the child; no one, it seems, requires 
that the final step should give a summary of the main characteristics 
of each child. 

The Observational Record separates the personality of the child 
into a series of functions. In order to help the child, the teacher 
must deal with the personality of the child as a w^hole. We believe, 
therefore, that a chart giving the main characteristics of the child 
should be made for each pupil. This fully agrees vv^ith B. Hollander 
in his book, "In Search of the Soul." Mr. Hollander says, "Each 
child should have a chart made of his main characteristics showing 
his sentiments, emotions and propensities." 

In preparing an Observational Record, the question as to length 
has been raised. Is it easier to work with a short or a long one? We 
believe that it is easier to fill out a more detailed record because it 
presents the characteristics of the pupil in a simple, concrete way. 
A brief record is forced to present the characteristics in an abstract, 
general form. 



CHAPTER III 

A Psychological- Pedagogical Observational Record for the 
Selection of Gifted Children in the Elementary Schools. 

I. Preliminary Statement. 

1. Name of pupil. 

2. Date of birth. 

3. Name and occupation of father. 

4. Occupation of grandfather. 

5. Number of rooms occupied by parents. 

6. Number and age of brothers and sisters of pupil. 

7. State of health and distinctive psychological characteristics of brothers and sisters, 

noting particularly their grade of intelligence. 

II. General condition of the senses and the nerves. 



A. Aim of Observation. 



B. Opportunities for 
Observation. 



C. Decisive Characteris- 
tics or Attributes. 



D. Remarks. 



a. Is the pupil near- 
sighted or far-sighted ? 



b. Is there a disturbance 
in his sense of color? 



c. Is sense of hearing 
good or bad? 



d. What is his power 
of smell, taste, touch? 



e. Nervous irritability. 



In reading, -writing, in 
interpreting charts, and 
in reading from black- 
board. 

By using color charts 
in dravying or geography; 
or in color vsrork with 
crayons, water colors, or 
cutting colored paper. 

In oral instruction; ob- 
servation of earache, 
running of the ear, cot- 
ton in the ear, etc. 

His reaction to pleas- 
ant or unpleasant odors; 
such as, fragrance of 
flowers, etc. 

Has he pleasure in 
strong or mild flavors? 

His reaction when he 
falls or is physically in- 
jured. 

1. The way he sits 
and stands. 

2. The way he im- 
presses you at the end of 
a school period, at the 
end of the morning, in 
the afternoon, end of 
week, end of term; after 
a period of arithmetic 
or gymnastics. 

3. His reaction during 
a thunder storm or dur- 
ing extreme heat or dur- 
ing change of weather. 

4. His reaction before, 
during and after exam- 
inations, excursions and 
school festivals. 



Sharp or moderate, 
near-sighted or far- 
sighted. 

Name the particular 
color or colors that the 
pupil does not recognize 
with certainty. 

He hears very well, 
well, or with difficulty 
with one or two ears. 



Sub-normal, normal or 
super-normal. 



1. Quiet or fidgety. 

2. Very easily fatigued, 
easily fatigued or diffi- 
cult to fatigue — Physical- 
ly and mentally. 



3. Very little influenced, 
moderately influenced, 
considerably influenced. 



4. Highly 
calm. 



excited or 



[14] 



III. Psychical Attributes. 

1. ATTENTION. 



A. Aim of Observation. 



B. Opportunities for 
Observation. 



C. Decisive Ciiaracteris- 
tics or Attributes. 



D. Remarks. 



a. Is the attention easily 
aroused ? 

b. Does the pupil pos- 
sess the ability to con- 
centrate his attention? 



c. Is the pupil's atten- 
tion easily distracted? 



d. Can the pupil attend 
to several things at the 
same time-? 



e. Can the pupil main- 
tain his attention for a 
considerable length of 
time or for a short 
period only? 



Observe involuntary 
attention of child. 

During all instruction, 
especially in subjects 
which he doesn't like. 
Note during drill and re- 
view lessons. 

Effect of slight disturb- 
ances ; such as noise by 
pupils or noise from 
street — the effect of slight 
physical discomforts or 
slight pain. 

1. Simultaneously lis- 
tening to the teacher and 
stud5dng an object or 
illustration. 

2. Watching a game 
and observing events at 
same time. 

In all subjects of study 
including those which he 
doesn't like, especially 
during drill, review and 
oral recitation. 



Easy, medium or slow 
adjustment of attention. 

Is the attention un- 
stable, fluctuating or 
irregular? 



Fixative or fluctuating. 



Distribution of atten- 
tion on various things at 
the same lime. 



Does the p\ipil warm up 
easily at the beginning, 
middle or end of the 
school lesson? 



2. MEMORY AND LEARNING. 



a. Does the pupil mem- 
orize easily and quickly 
or slowly and with diffi- 
culty? 

b. Does the pupil mem- 
orize in a mechanical 
manner, word for word, 
(verbally), without pay- 
ing attention to the mean- 
ing, or does he memorize 
according to the content 
and meaning, memoriz- 
ing and retaining the es- 
sentials ? 

c. Is it easier for the 
pupil to use his logical or 
mechanical memory or 
does he combine both? 

d. Does the pupil retain 
for a long or a short 
period what he has mem- 
orized ? 

e. Does the pupil recall 
accurately pr inaccurate- 
ly? 

/. Does the pupil re- 
spond quickly and ac- 
curately or slowly and 
doubtfully with the 
material he has mem- 
orized? 



History, language, work, 
music. 



Mechanical memory 
shows itself when he re- 
cites what he has com- 
mitted to memory, mak- 
ing absurd errors and 
emphasizing the wrong 
points. 



Memory tables in 
arithmetic; repeating 
stories. 



Review lessons. 



In school subjects. 



Can he answer in re- 
view lessons promptly or 
does he need time to re- 
call? 



Easily and quickly or 
slowly and with diffi- 
culty. 



Mechanical (verbal) or 
logical (judicious). 



Logical or mechanical 
or combination of logical 
and mechanical. 



Temporary retention or 
prolonged retention. 



Accurate or inaccurate. 



Ready, sharp or slow 
and doubtful. 



[IS] 



Aim of Observation. 



g. Does the piipil re- 
tain for a short or a long 
period what he has heard 
or read? 

h. Is the pupil's mem- 
ory developed equally 
■well for names, words, 
numbers, memory gems, 
persons, colors, pictures, 
melodies, places, abstract 
terms, or only for special 
subjects? 

i. In memorizing to 
what ideational type 
does the pupil belong? 
Is he motor-minded, eye- 
minded or a mixed type ? 



Opportunities for 
Observation. 



In all lessons. 



In all subjects. 



Does he confuse similar 
letters, sounds, pronun- 
ciation of words and in 
copying ? 



Decisive Characteris- 
tics or Attributes. 



Accurate, fragmentary 
or loose. 



A one-sided or a 
many - sided memory, 
good especially for 
names, words, numbers, 
memory gems, etc. 



Are the ideational 
types uniform or varied 
in different school sub- 
jects; or, lack of decision 
in his ideational type be- 
cause he is easily influ- 
enced by the method and 
personality of the teach- 



D. Remarks. 



3. IMAGINATION. 



a. Does the pupil pos- 
sess a rich and vivid 
imagination or a dull and 
hazy imagination? 



b. Does the pupil pos- 
sess a creative imagina- 
tion? 



1. In telling stories; 
his dreams, if they are 
rich in detail, in images 
and comparisons ; or, 
does he narrate in a dull, 
hazy way. 

2. Is his imagination 
so active that he be- 
lieves what he imagines 
is real ; tells imaginary 
lies ; fear of imaginary 
things and dangers; 
pleasure from imagina- 
tion in games. 

Invent new ways of 
playing, nick - naming, 
drawing, making melo- 
dies, telling stories. 



Rich, lively, active, 
vivid or poor, hazy, dull. 



Highly creative, med- 
ium creative, slightly 
original in the power of 
creating. 



4. ABILITY TO THINK. 



a. Does the pupil pos- 
sess the power to com- 
prehend and to learn 
quickly or slowly diffi- 
cult things? 

b. Does the pupil pos- 
sess the power of abstrac- 
tion? 



c. Does the pupil con- 
nect events of cause and 
effect? 



In various lessons in 
arithmetic. 



Observe if he formu- 
lates independently rules 
in language work and 
arithmetic. 

Observe if he forms 
from examples abstract 
concepts of gratitude, 
justice, sympathy and 
devotion. 

Motives of behavior 
of persons and their 
consequences observed in 
reading and history. Con- 
nection between struc- 
ture and function in na- 
ture work. 



Slow, medium or quick 
comprehension of difficult 
things. 



Good, medium or poor 
power of understanding. 



Very able, medium or 
unable to connect cause 
and effect. 



[16] 



A. Aim of Observation. 



d. Does the pupil pos- 
sess the ability to com- 
bine concepts and thought 
and find the true relation 
between them? 



e. Does the pupil pos- 
sess the ability to compare 
and to contrast? 



/. Does the pupil com- 
prehend the central 
thought? 

ff. Can the pupil work 
independently or does he 
need help? 



/i. Can the pupil inde- 
pendently frame intelli- 
gent questions having in 
mind what, why and 
how? 



i. Does the pupil pos- 
sess the ability and in- 
clination to criticism and 
self-criticism? 



;. Does the pupil find 
his way quickly in new 
conditions, in unexpected 
difficulties? 



Opportunities for 
Observation. 



C. Decisive Characteris- 
tics or Attributes. 



Solving riddles or 
puzzles; forming sen- 
tences from one or more 
given words; filling 
blanks in sentences ; ex- 
plaining and applying 
proverbs and figures of 
speech ; independent so- 
lution of problems. 

In description of na- 
ture and geography; in 
word study; in arith- 
metical operations. 

In reading, especially 
fables. 



In preparing home- 
work without help; inde- 
pendent solving of prob- 
lems; understanding of 
reading matter not taken 
up in classroom; express- 
ing original thoughts in 
composition. 

Observe the motive of 
the questions given by 
child — curiosity, aimless, 
out of mere habit, to 
show his importance. 



In correcting mistakes 
in spelling, dictation, 
drawing; reporting when 
he is required and when 
not required ; critical 
evaluation of the action 
of persons in history, 
reading and of his fellow 
pupils; reporting his 
own mistakes carefully 
or carelessly. 

In carrying out the 
teacher's orders ; when 
he is called upon for the 
first time to render ser- 
vice in a game or to help 
when some apparatus is 
missing and another is 
substituted ; in excursions 
and when accidents hap- 
pen. 



Strong, medium or 
weak power of combin- 
ing. 



Good, medium or poor 
power of comparing and 
contrasting. 



Good, medium or poor 
comprehension of central 
thought. 

Able, slightly able, or 
not able to do independ- 
ent intellectual work. 



Good, medium or poor 
in creative thinking ; 
mental freedom in rais- 
ing questions. 



1. Inclination or lack 
of inclination to criticize. 

2. Ability or inability 
to criticize. 



Power of adaptation or 
inability to adjust and to 
help himself. 



D. Remarks. 



5. EMOTIONS. 



a. Observe from the 

action of the pupil the 

main characteristics of 
his disposition. 



Play, school-work, 
study periods, school 
excursions, school festi- 
vals. 



1. Continually cheerful 
in difficult positions. 

2. Sad and depressed. 

3. Earnest without be- 
ing sad. 



[17] 



A. Aim of Observation. 



Opportunities for 
Observation. 



C. Decisive Characteris- 
tics or Attributes. 



D. Remarks. 



b. Are the pupil's feel- 
ings aroused with ease 
or difficulty? Are they 
lasting or transitory? 

Apply the above to the 
follovying emotions: 

1. Egotistic sentiments, 
especially the knowledge 
of his own worth and his 
own sense of honor. 



2. Altruistic sentiments, 
especially sympathy. 



3. Intellectual and 
aesthetic emotions. 



4. Moral sentiments. 



c. Is the pupil disposed 
to anger, fear, impatience 
spite, caprices or whims? 



d. Observe other emo- 
tions not mentioned above. 



Observe during one or 
more school terms. 



1. Observe the way he 
acts towards his teacher 
and classmates. 

2. Observe the way he 
behaves when he or an- 
other pupil is praised or 
found fault with. 

3. When teased does 
he scold or answer back? 

4. Does praise stim- 
ulate him to greater 
effort or vice versa? 



Does he take part in 
the welfare of others? 
(Interest in friends and 
enemies). 

Is he moved by the 
fates of his relatives, 
friends and persons 
whom he reads about? 



1. Does he enjoy in- 
struction, especially when 
the purpose of the lesson 
is stated or the presen- 
tation of a new lesson. 

2. When he sees pic- 
tures, beautiful land- 
scapes, on excursions, 
during music lessons and 
when he hears music. 



1. In the social life of 
the school. 

2. In subject - matter 
that has an ethical con- 
tent. 

3. Observe his good or 
bad behavior towards his 
classmates, especially in 
reference to lying, dis- 
honesty and injustice. 



During the punishment 
of a group of pupils, 
entire class or individual 
pupil. 



During unusual experi- 
ences in the classroom or 
unusual dealings with 
the individual pupil. 



Haughty, bold, daring, 
confident, over-confident, 
presumptuous, sensitive, 
perceptible to praise or 
blame, friendly, concilia- 
tory, combatative, domi- 
neering, ambitious, likes 
to lead or be lead. 



Pity, sharing joys and 
sorrows with others, envy, 
readiness to help, regard 
or disregard for others, 
liked or disliked by 
others, number of friends- 
few or many. 



Outspoken pleasure in 
acquiring knowledge. 

Eager to acquire knowl- 
edge. 

Pleasure in seeing and 
hearing the beautiful. 



moral judg- 



Lively, 
ment. 

Sense of approval of 
good behavior. Remorse 
or compunction. Pleasure 
from good conduct. Lack 
of sensibility towards 
moral value. 

Outspoken sense of 
truth. Dislike of lying, 
dishonesty. Keen sense of 
justice or lack of keen 
sense. 



Angry, full of fear or 
fright, impatient, spite- 
ful, capricious or whims- 
ical. 



Super-normal, normal, 
sub - normal (patholog- 
ical) cases. 



[18] 



6. THE WILL. 





B. Opportunities for 


C. Decisive Ciiaracteris- 




A. Aim of Observation. 


Observation. 


tics or Attributes. 


D. Remarks. 


a. Is the pupil lively and 


1. Faithful discharge 


Strong, weak or me- 




active or indifferent and 


of all claims or demands 


dium; energetic or lan- 




phlegmatic? 


of school. 


guid ; slow, lukewarm or 






2. Energy with which 


quick. 






he carries out his pur- 


(Mental, psycho-physi- 






poses ; in competitive 


cal or physical). 






games; such as, running, 




\ 




jumping, etc. 








3. Observe if inactive 








or languid or indolent. 








4. Observe how he be- 








haves when he is hin- 








dered, or in difficulties, or 








when he is sick, or when 


1 






he is disturbed by other 








people. 








5. Readiness for men- 






, 


tal and physical move- 








ments; in rising, walking, 








running, etc. 






b. Does the pupil per- 
severe in difEculties or 


1. In such subjects 


Persevering, consist- 




where he accomplishes 


e n t , orderly, thorough. 




does he stop trying soon? 


little. 


unceasing effort; waver- 






2. Is he indifferent to 


ing, inconsistent, super- 






his own desires and in- 


ficial, fickle, inconstant. 






terests ? 








3. Does he work to- 








wards a successful end ? 








4. Does he begin 








many things and does 








not finish them? 








5. Does he work super- 








ficially or perfunctorily? 






c. Does the pupil ac- 


Home conditions; 


Strong, medium or 




complish his work 


example of adults and 


weak in independent 




through his own effort or 


classmates ; the influ- 


thinking and acting. 




does he need to be stimu- 


ence of their opinions. 






lated by others? 


derision, scorn, sarcasm. 

Observe if he is out- 
spoken in his opinions. 

Observe if he tells the 
truth in spite of conse- 
quences. 

Observe if he is easily 
influenced by others and 
if he is critical and cred- 
ulous. 

Observe if he is strong 
in imitation. 






d. What is the strength 


Observe if he is able to 


Strong, medium or 




of the pupil's ability to 


suppress (inhibit) his 


weak self-control. 




remove obstacles ? 


emotions and desires; 
such as pain, pleasure. 






e. Is the power of the 


During punishment 


Strong, medium or 




pupil's will limited by 


and class discussion. 


weak. 




his stubborness or wil- 








fulness? 









[19] 



Aim of Obsei'vation. 



/. What motives de- 
cide the action of the 
pupil? 

Advantages, pleasure, 
sjanpathy, sense of duty, 
obedience, fellowship, de- 
sire for knowledge, emu- 
lation, ambition, etc. 

g. Has the pupil the 
power of organization? 

(A correct grasp of the 
the work to see the rela- 
tion of the different 
divisions of the work). 



Opportunities for 
Observation. 



Play, school - work, 
homework, ideals for the 
future. 



At play; self - chosen 
tasks. 



Decisive Characteris- 
tics or Attributes. 



High, ordinary, low. 



Original or imitative. 



D. Remarks, 



7. LANGUAGE. 



a. Is the pupil's lan- 
guage rich in words and 
phrases, or, are the same 
words and phrases re- 
peated ? 

(Rich or poor vocabu- 
lary). 

h. Is the pupil's oral 

and written composition : 

fluent, 

connected, 

flexible, 

or, vice versa. 



In recitations, in com- 
position, at play, in con- 
versation with others. 



In oral and written 
work. 



Rich, medium or poor 
vocabulary. 



Fluent, connected, 
flexible, or, vice versa. 



8. MANNER OF WORK. 



a. In comparison with 
his classmates does the 
pupil work slowly or 
quickly? 



h. Is the reason for the 
pupil's quick pace or rate 
of work due to the follow- 
ing: 

(1) Superficial or 
careless work. 

(2) Genuine ability. 

(Genuine ability: mas- 
tery of knowledge, quick 
judgment, clear arrange- 
ment). 



c. Does the rate or pace 
of the pupil's work add 
to or detract from the 
value or quality of the 
work? 



d. Is lack of ability of 
the pupil compensated 
for by diligence in one 
or more subjects? 



In written and manual 
work, in drawing. 



In all lessons. 



In all lessons, especially 
written and manual work 
and drawing. 



In all lessons. 



Slow, 
quick. 



medium or 



Superficial, medium or 
careless ; mastery of 
knowledge; quick judg- 
ment; clear arrangement. 



Good, medium or poor 
quality of work. 



Efficiency of pupil de- 
pendent on diligence or 
ability or both. 



[20] 



9. SPECIAL INTERESTS AND TALENTS. 



Aim of Observation. 



a. Does the pupil like 
or dislike certain sub- 
jects in the course of 
study? 

Which subjects? 

b. Are there special 
reasons for the pupil's 
preferences and dislikes? 

(Special aptitudes, real 
interest for the subject, 
personal relation to the 
teacher, etc.). 

c. Has the pupil special 
interests outside of 
school ? 

(Handwork, nature 
work, gardening, music, 
etc.). 

d. How do these pref- 
erences manifest t h e m- 
selves? (During busy 
work, play, excursions, 
collecting art or nature 
subjects, reading, etc.). 

e. Does the pupil read 
from his own inner de- 
sire or impulse? 

/. What does he read? 

g. In what manner does 
the pupil conduct his 
reading? Does he read 
indiscriminately any book 
he gets hold of? Does he 
read them again? Does 
he dramatize in games 
and play the books he has 
read? 

/;. Has the pupil special 
aptitude for drawing, 
painting, construction 

work, handiwork, music, 
etc. 



B. Opportunities for 
Observation. 



During instruction. 



By 
pupil. 



questioning the 



By questioning pupil 
and parents. 



By questioning pupil 
and parents. 



School and home read- 
ing. 



Same as e. 



C. Decisive Characteris- 
tics or Attributes. 



Quantity or quality of 
content or merely per- 
sonal idiosyncrasies of 
the pupil. 



Objective, subjective or 
both. 



Objective, 
or both. 



subjective 



Strong, medium or 
weak desire. Fiction, 
travel, biography, books 
on nature. 

With or without dis- 
crimination, once or 
more ; yes or no. 



Strong, weak or no 
aptitude. 



D. Remarks. 



10. RELATION TO COMMUNITY AND HOME. 



a. Does the pupil adapt 
himself easily and gladly 
to the life of the com- 
munity? 



b. (1) Does the pupil 
get along well with 
other children or not? 

(2) Does the pupil 
prefer to remain alone? 



c. Is the pupil ready to 
aid and to co-operate 
with others. 



Play, leisure. By ques- 
tioning parents and pupils. 



Observation and by 
questioning his class- 
mates. 



Same as b. 



Easily, slowly or with 
difficulty. 



1. Willingly or un- 
willingly or assumes the 
attitude of an oppor- 
tunist. 

2, Constantly, seldom 
or occasionally. 

Hearty, forceful or 
occasional. 



[21] 



A. Aim of Observation. 



d. (1) Does the pupil 
pity others? 

(2) Is the pupil ma- 
licious, rejoicing at the 
misfortune of others? 

e. (1) Is the home edu- 
cation of the pupil strict 
or lax, sensible or sense- 
less, friendly or un 
friendly? 

(2) Does the home 
exert a strong influence on 
his education? Is there 
no influence exerted by 
the home? 

/. (1) Where does the 
pupil play? 

(2) Who are his play- 
mates? 



B. Opportunities for 
Observation. 



Same as b. 



Questioning pupil and 
parents. 



Questioning parents and 
classmates. 



C. Decisive Characteris- 
tics or Attributes. 



D. Remarks. 



Easily or seldom 
aroused or no pity. Oc- 
casionally or seldom or 
not. 



Strict or lax, sensible 
or senseless, friendly or 
unfriendly. 



Strong, medium 
weak influence. 



or 



In - doors or out - of - 
doors. 

Of same age and grade 
or above or below his 
age and grade. 



11. 

a. How does the pupil 
adapt himself to new de- 
mands? 

(Give a definite state- 
ment of the principal 
characteristics of the in- 
telligence of the pupil). 



ADAPTATION TO NEW DEMANDS. 

Observe in the intro- Quick, medium or slow, 
duction of new subject- 
matter, or new topics in 
language work, spelling, 
arithmetic, nature work, 
etc. ; in studying the 
lives of great men. 



12. ON THE BASIS OF THE INDIVIDUAL STUDY OF THIS RECORD, GIVE A FULL 
STATEMENT OF THE CHARACTERISTICS OF THE PUPIL. 



122] 



Individual Psychological-Pedagogical 
Observation Record 

j^or the 

Selection of Gifted Children 

in the 
Elementary School 

By 
Julie E. Badanes 



Psychological-Pedagogical Observation Record for the Se 
I. Preliminary Statement. ' 1. Name. 

2. Date of birth. 

3. Name and occupation of father. 

4. Occupation of grandfather. 



1 

Decisive Characteristics 


Decisive Characteristics 


3 A 


3 B 


4 A 


4 B 


3 A 


3 B 


4A 


4B 


a. 


11. 


Senses and Nerves 




a. 


4. AsiLr 


rY TO Think 

1 

i 


b. 

c. 


, 




b. 




; 
i 


f ■ 




d. 






I; 

li d. i 






e. 




\ e. ' 




a. 


III. L Attention 










b. 

c. 








h. 

i. 








d. 


, 




h 






e. 


' 




5. Emotions 






2. Memory and Learning 


a. 






a. 


1 






b. (1) 
(2) 








b. 
















c. 










(3) 


1 




d. 




' (4) , 




e. 








c. 

d. 






f. 










ff- 

h. 










a. 

1 

b. 


6. T 


HE Will 

! 


i. 
















! 3. ImAGIN/^ 


iTION 




d. 


1 




a. 
















b. 


1 




e. 

1 f' 
9- 


1 

1 

! 






i 


! 


1 





















ION OF Gifted Children in Elementary School No. 

5. Number of rooms occupied by parents. 

6. Number and age of brothers and sisters of pupil. 

7. State of health and distinctive psychological characteristics of 
(6), noting particularly their grade of intelligence. 



Decisive Characteristics 












Record ( 


3F 














3 A 


X 


3 B 


4 A 


4 B 


School Attainments 


a. 


7. Language 

i 


CS 


u 

•a 

M 
u 




bO 

.S 
■•3 


1 


CO 




p « « c fe-g 
■£ 3 S g Sl' -^ 


c 


u 

a 





f— 


b. 






1) 


CO 




•C £■ 


i- « u - 
< Z, ft, , Q 




3 


6^ 


-l-t 

< 


3 

Oh 






! 

8. Manner of Work 


19 


3A 




























a. 






1 


! ! 


! ! i 


b. 






■ 


19 
19 


3B 
tA 














' ill 

1 1 


c. 








. 


1 


d. 




1 " 








1 




Q St>T70TAT TxTTPDPCr A XIT* nTATPXTTC 


1 

1 I 




a. 










19 


»B 




.• 


















b. 






















c. 










d. 








e. 
f- 








DIRECTIONS FOR MAKING 
CHART. 


9- 






h. 


i 


See Chapter III. of "The First Practical 
Steps in Selecting Gifted Children in a 


10. 


Re 


lation of Community and Home 


a. 




Large City School." 


b. (1) 

(2) 










Under a, the aim of observation is stated ; 
under bj where the observation may be 
made; under Cj the decisive characteristics 



(1) 

(2) 
(1) 
(2) 

(1) 

(2) 



11. Adaptation to New Demands 



or attributes. 

Fill in the blank spaces on this chart with 
the decisive characteristics or attributes as 
found in c. 



CONTINENTAL PRINTING CO. 

PRINTERS AND PUBLISHERS 

NEW YORK, N. Y. 



